Key Benefits:
Decision of 17 June 2010 laying down reference levels of the Dutch language and reference levels (Netherlands language and counting of reference levels)
We Beatrix, at the grace of God, Queen of the Netherlands, Princess of Orange-Nassau, etc. etc. etc.
On the nomination of the State Secretary for Education, Culture and Science, of 8 April 2010, No WJZ/199346 (2702), Management Committee and Legal Affairs, made on behalf of Our Minister of Education, Culture and Science and our Minister of Agriculture, Nature and Food Quality;
Having regard to Article 2, first paragraph, of the Dutch language and numeracy reference levels ;
The Council of State heard (opinion of 28 April 2010, No W05.10.0122/I);
Having regard to the further report of the State Secretary for Education, Culture and Science, of 14 June 2010, No WJZ/21130 7 (2702), Management Committee and Legal Affairs, released on behalf of Our Minister of Education, Culture and Science and Our Minister of Agriculture, Nature and Food Quality;
Have found good and understand:
For the purpose of this Decision:
WPO: Law on primary education ;
WVO: Law on secondary education , and
For the types of education mentioned below, the following reference levels are given in the Dutch language as included in the Annex 1 of this Decision, adopted:
a. The basic education, intended in the WPO : reference levels 1F and 2F;
b. Special education, which is intended to be used in the WEC : reference levels 1F and 2F;
(c) preparatory scientific education, as intended Article 5, part a, of the WVO : the reference level 4F;
d. higher general secondary education, specified in Article 5 (b) of the WVO : reference level 3F;
e. secondary general secondary education specified in: Article 5 (b) of the WVO : reference level 2F;
f. preparatory vocational education, specified in Article 5 (c) of the WVO : reference level 2F;
g. the field of practical education, Article 5, part d, of the WVO : reference level 1F;
h. the entrance training provided for in Article 7.2.2, part a, of the WEB : the reference level 2F, with the exception of the part Fictional, narrative and literary texts;
h1. the assistant training, intended to be carried out in Article 7.2.2, first paragraph, part a, of the WEB as of 31 July 2014: the reference level 2F, with the exception of the section Fictional, narrative and literary texts;
the basic vocational training provided for in Article 7.2.2, part b, of the WEB : the reference level 2F, with the exception of the part Fictional, narrative and literary texts;
j. the subject training, which is to be found in Article 7.2.2 (c) of the WEB : the reference level 2F, with the exception of the part Fictional, narrative and literary texts;
k. mid-frame training, specified in Article 7.2.2, part d, of the WEB : the reference level 3F, with the exception of the part Fictional, narrative and literary texts;
l. specialistas intended in Article 7.2.2, part e, of the WEB : the reference level 3F, with the exception of the part Fictional, narrative and literary texts;
m. the courses Dutch language and numeracy, meant in Article 7.3.1, first paragraph, point (b) of the WEB : reference levels 1F and 2F; and
n. The labour market-oriented outflow profile, specified in Article 14, first paragraph, part b, of the WEC : reference level 1F.
The following reference levels are used for the types of teaching listed below, as included in Annex 2 of this Decision, adopted:
a. The basic education, intended in the WPO : reference levels 1F and 1S;
b. Special education, which is intended to be used in the WEC : reference levels 1F and 1S;
(c) preparatory scientific education, as intended Article 5, part a, of the WVO : reference level 3F;
d. higher general secondary education, specified in Article 5 (b) of the WVO : reference level 3F;
e. secondary general secondary education specified in: Article 5 (b) of the WVO : reference level 2F;
f. preparatory vocational education, specified in Article 5 (c) of the WVO : reference level 2F;
g. the field of practical education, Article 5, part d, of the WVO : reference level 1F;
h. the entrance training provided for in Article 7.2.2, part a, of the WEB : reference level 2F;
h1. the assistant training, intended to be carried out in Article 7.2.2, first paragraph, part a, of the WEB As of 31 July 2014, the reference level 2F;
the basic vocational training provided for in Article 7.2.2, part b, of the WEB : reference level 2F;
j. the subject training, which is to be found in Article 7.2.2 (c) of the WEB : reference level 2F;
k. mid-frame training, specified in Article 7.2.2, part d, of the WEB : reference level 3F;
l. specialistas intended in Article 7.2.2, part e, of the WEB : reference level 3F;
m. the courses Dutch language and numeracy, meant in Article 7.3.1, first paragraph, point (b) of the WEB : reference levels 1F and 2F; and
n. The labour market-oriented outflow profile, specified in Article 14, first paragraph, part b, of the WEC : reference level 1F.
This Decision shall enter into force on the date of its adoption Article 2 of the Law reference levels Dutch language and numeracy enters into force.
This Decision is cited as: Reference levels of the Dutch language and numeracy of the decision.
Charges and orders that this Decision will be placed in the Official Journal by means of the note of explanatory note accompanying it.
' s-Gravenhage, 17 June 2010
Beatrix
The Secretary of State for Education, Culture and Science,
J. M. van Bijsterveldt-Vliegenthart
The Minister of Education, Culture and Science,
A. Rouvoet
The Minister of Agriculture, Nature and Food Quality,
G. Verburg
Issued the 8th of July 2010The Minister of Justice,
E. M. H. Hirsch Ballin
1. Oral Language Skills
1.1. Calls
1.2. Listen
1.3. Speaking
2. Read
2.1. Business Text
2.2. Fictional, narrative and literary texts
3. Write
4. BegrippenList and Language Care
4.1. Glossary
4.2. Language care services
4.3. Level Descriptions
4.4. Difficulty
| General description Calls |
Can conduct simple conversations about trusted topics in everyday life at and outside school. |
In conversations about everyday and non-everyday subjects from a world of life, and (occupational) training, can be expressed by personal opinions, information exchange and feelings can be expressed. |
Can participate effectively in discussions on topics from the (vocational) training and social nature. |
In all types of talks, the language can be used accurately and effectively for a wide range of topics from (vocational) training and social character. |
| Tasks | ||||
| 1. Participate in discussion and consultation |
Can follow the main points and can express own opinion and underbuild with arguments. Can be critical listening to opinions and views and give a response. |
Can discuss what needs to be done and contribute to the planning. Can, during a discussion or consultation (in polite manner) clarify a problem, express a conviction or opinion, consent or disapproval, and comment on the view of others. |
Can actively participate in discussions, debates, and consultations in smaller or larger groups. |
Can give out in an animated discussion or debate, and give convincing arguments. Can a problem outline a problem with clarity, speculate on the causes or consequences and for the disadvantages and disadvantages of different approaches. |
| 2. Exchange information |
Can provide information and questions inside and outside school, and can critically listen to this information. Can assess information and give a comment. |
Can ask for information and give to organizations inside and outside school. Can collect and process information through the holding of an interview. |
Can actively participate in discussions in the context of work/vocational preparation, a project or (societal) stage and its evaluation. |
Can participate in informative, opinion-making, contemplative and decision-making conversations on complex topics. |
| Task Execution Attributes | ||||
| Taking turns and contributing to coherence |
Can start, hold and end a short conversation. |
Can use the right phrase to get to the floor. May delay a comment until it has interpreted and assessed the contribution of the other. |
Can take the turn effectively. Can use standard phrases (for example, "That ' s a hard to answer question") to win time and keep up the turn. |
Can choose an appropriate phrase to announce own comments in the right way and get the turn, or to win time and keep up the turn while thinking. |
| Target Reconciliation |
Can conduct conversations to exchange information and opinions, to give explanations or instruction, and to follow. Recognizes call situations and can use appropriate routines. |
Can express its own call goal. Can purposefully ask for the desired information to be acquired. |
Can do without having trouble conversations with multiple targets. Can bring in deviations from the target and accept them without losing the wire. |
Can conduct reflections on abstract topics. |
| Reconciliation on the interlocutor (s) |
Can the interlocutor (s) be reasonably followed unless they take care of unexpected twists in the conversation. Can support words with non-verbal behavior. |
Can recognize other people's prodded aims and make sense of reactions. Can be the difference between formal and informal situations. Makes the right choice for the register and whether or not to use language variation (dialect, young language). |
Chooses in formal and informal situations without difficulty the correct language variant. Responds adequately to the expressions of the interlocutors and asks for more information, if necessary, or to the intention. Responds adequately to non-verbal signals. |
Uses the language effectively by reformulating ideas sinfully and by distinguishing between situation and interlocutors. |
| Vocabulary and vocabulary |
Possess enough words to talk about familiar situations and topics, but still searches for words regularly and does not vary widely in word usage. |
Has enough words to express themselves. It may sometimes be necessary to define an unknown word. |
Has a good vocabulary. May vary in the formulation. It is generally high in the choice of words, although some confusion and wrong word use may be present. |
Features a wide repertoire of words, idiomatic expressions and expressions from the speaking language. |
| Fluency, intelligibility and grammatical control |
The pronunciation is clear enough to be able to follow the speaker, despite a possible accent, mistaken intonation, unobvious articulation and/or haperings. Reasonably accurate use of simple sentence constructions. |
The pronunciation is clearly intelligible, despite a possible accent, occasionally a mispronounced word and/or haperings. Exhibits reasonable grammatical control. Hesitations and errors in zinc-building are their own spoken language and thus come before, but they are restored sinfully. |
Shows a relatively large control of grammar. Incidental errors, non-systematic errors and small imperfections in the zinc structure may occur, but are rare and are usually directly improved. |
Can vary the intonation and place the right emphasis in sentences to express also finer meaning nuances. Only a conceptual difficult subject can hinder a natural, fluid flow of language. Consistently maintains a high degree of grammatical correctness; errors are rare, unobtrusive, and are quickly recovered. |
| General description Listening |
Can listen to simple texts on everyday, concrete topics or on topics that connect with the living world of the learner. |
Can listen to texts on everyday subjects, topics that connect with the living world of the pupil or who are further away from the learner. |
Can listen to a variety of texts on subjects from the (vocational) training and social nature. |
Can listen to a great variety of, also complex, texts on subjects from the (vocational) training and social nature, which can also deal with abstract themes. |
| Text Attributes | ||||
| Length |
Texts are not long; listening time is 5-10 minutes. |
Longer texts; listening duration up to about 20 minutes occurs. More can be done, provided there is some degree of interaction (like asking questions). |
Long texts come before, listening time can be 30 minutes and more, even if there is no interaction possible. |
The text length/listening time does not matter anymore. |
| Construction |
The texts have a simple structure. The information is clearly ordered, with a clear use of reference, connection and signal words. The texts have a low information density by, for example, information is often repeated. Too much (new) information is introduced simultaneously. |
The texts have a clear structure. Connections and thought steps are clearly identified. The texts may be reasonably information-proofed. |
The texts have a structure in which links are not always clearly or explicitly indicated. Less frequent connection words are used. The information density can be high. |
|
| Tasks | ||||
| 1. Listening to instructions |
Can obtain sufficient factual information from instructions and instructions for performing tasks or actions. |
Can understand explanations and instructions on concrete topics. |
Can understand explanations and instructions on concrete and abstract topics. |
Can understand complex explanations and longer instructions. |
| 2. Listening as a member of a live audience |
Can understand the main line of brief informative, instructive and enchanting texts with a clear structure and sufficient repetition. Can understand a simple, read-out, or told story. |
Can understand a clearly structured lecture, speech, or lesson about familiar topics within your own field of interest. Can understand a read or a told story. |
Can understand in a long (re) exposition, consideration or speech the main points and subsections, even if the subject is outside the box or interest area and the subject is abstract. |
Can understand most of the lectures, discussions and debates without difficulty. |
| 3. Listening to radio and television and to spoken text on the Internet |
Can understand main points of short and clear messages on radio and television and over the Internet as the subject and the context known. Can selectively listen to get the necessary information such as opening times, address, phone number from short messages on e.g. a phone response. |
Can understand the main points of (news) messages, documentaries, advertising messages and discussion programmes on familiar subjects. Can follow movies and television series suitable for age. |
Can most of the spoken texts in radio and television programmes and other broadcast or recorded sound material understand. |
Can all spoken text in radio and television programmes and films understand. |
| Task Execution Attributes | ||||
| Understand |
Can get main business out of the text. Can, through selection, extract important information from the text, and can tailor the way of listening to it (for example, globally, exactly, selection/focused). |
Can view the main idea of the text and differentiate between main and side cases. Can create relationships between text sharing. Can organize information (for example, on the basis of signal words) for a better understanding. May, when necessary, derive the meaning of unknown words from the shape, word type, composition or context. Can recognize image speech. Can create a relationship between text and image. |
Can distinguish (narrative, informative, instructive, and enchanting) text types and name them. Can distinguish between opinion and fact. Can distinguish between point of view and argument. |
Can recognize arguments schemas. Can distinguish objective and subjective arguments. Can understand details and connect to the main thought. |
| Interpret |
Can interpret information and opinions to the extent that they are close to the student. Can establish relationships between textual information and own knowledge and experiences. |
Can interpret information and opinions. Can phrase the intention of the speaker (s) or the target of the creators of a program. |
Can compare text to content from other texts and compare text parts. Can draw conclusions according to a (part of) text and on intentions, views, feelings, mood, and tone of the speaker (s). May phrase the purpose of the speaker (s) as well as the verbal and non-verbal means that are used to achieve this goal. Can distinguish between dryers and argument. |
Can determine implicit attitudes and relationships among speakers. Can recognize personal value judgments and interpret them as such. |
| Review |
May express an opinion on a text (part) or television or radio programme (or fragment). |
Can a judgment about the value of a text (part) or television or radio programme (or fragment of it) be written for itself and can explain this judgment. |
Can make a judgment on the value and reliability of the information given for itself and for others. Can assess the argumentation in a enchanting text on acceptability. |
Can evaluate a text for consistency. |
| Summaryall |
Can create annotations. Can view the information structured. |
Can summarise a simple text succincly (for itself). |
Can sum up a text for itself and for others as well. |
Can from the spoken text create a well-formed summary that can be understood separately from the text of the text. |
| General Description Speaking |
Can describe in simple terms, give information, report, explain and instruction in everyday situations in and out of school. |
Can bring reasonably fluency and lucidity experiences, events, opinions, expectations, and feelings on topics from the (vocational) training and social nature. |
Can keep monologues and presentations on topics from the (vocational) training and of a societal nature in which ideas are worked out and provided with relevant examples. |
Can keep clear, detailed monologues and presentations on numerous topics from the (vocational) training and social nature. It can integrate sub-themes, develop specific views and complete the whole with an appropriate conclusion. |
| Tasks | ||||
| Holding a monologue |
Can describe everyday aspects, such as people, places and business. May report on events, activities and personal experiences. Can be a short, prepared story or presentation and respond to simple questions. |
Can, for broad lines, give reasons and explanations for their own opinions, plans and actions and can tell a short story. Can gather information to provide a prepared presentation on a topic from your own area of interest. Can answer questions in response to this presentation. |
Can tell a story with an introduction, a core and a lock. Can collect information and give a presentation with arguments for or against a particular point of view, or pros and cons of various options. Can answer questions about story or presentation fluently and spontaneously. |
Can tell extensive stories, give descriptions and develop an argument in which important points get extra attention. Can provide a well-structured presentation and support viewpoints with reasons and relevant examples. |
| Task Execution Attributes | ||||
| Consistency |
Makes your own thought for the listener understandable, although the structure of the text is not always true. |
Can be a clear story with a coherent enumeration of points, and can make the most important point clear. Uses short simple sentences and connects them through the right, simple, concatenation words and connection words. |
Uses resources for text cohesion (for example, signal and link words) to connect expressions to a clear, cohesive text. In the case of longer texts, this can still be a problem. The public may, if necessary, make the structure and structure clear and follow them as well. |
Can produce well-structured spoken language, which testifies to the mastery of ordering patterns, connection words, and cohesion-enhancing elements. |
| Target Reconciliation |
Remains loyal to the proverb, sometimes with the help of another. |
Provides a clear shape (instructing, informative, entertaining, etc.) so that it can be identified by the listener. |
Can connect different purposes with each other during a speaking task (for example, inform and convince) and be aware of a change of the point of view. |
Can pursue different goals in a monologue or presentation without being confused about this or causing confusion. |
| Tuning to the public |
Adjust the language usage to the listener (s). Can make use of supporting materials to better convey a prepared presentation to the public. |
Can be the difference between formal and informal situations. Makes the right choice for the register and whether or not to use language variation (dialect, young language). Can the listener (s) buoys by means of concrete examples and experiences. |
Chooses in formal and informal situations without difficulty the correct language variant. May deviate spontaneously from a prepared text, and enter into interesting points that are raised from the public. |
Keep in touch with the public by responding to both non-verbal and verbal reactions: for example, when signaling anxiety, questions about whether the public would have expected something different. |
| Vocabulary and vocabulary |
See Calls |
See Calls |
See Calls |
See Calls |
| Fluency, intelligibility and grammatical control |
See Calls + Attitudes, intonation and mimic support the gesprokene. Breaks, false starts and reformulations occasionally occur. |
See Calls + Is good to follow and can express itself easily. Fluency can be less if you have to think about the grammatical form, the words to be chosen, and the recovery of errors. |
See Calls + Can produce longer pieces of text at a normal pace; although during the search for patterns and expressions, hesitations occur, there are few, moreover, non-disturbing breaks. |
See Calls |
| General description Read business texts |
Can read simple texts on everyday topics and on topics that are connected to the world of life. |
Can read texts on everyday topics, topics that connect with the living world of the pupil and on subjects that are further away from the learner. |
Can a large variety of texts on subjects from the (vocational) training and social character read independently. Read with comprehension for full and details. |
Can a large variety of texts read about numerous subjects from the (vocational) training and social character and can understand that in detail. |
| Texts | ||||
| Text Attributes |
The texts are simple to structure; the information is easily identifiable. The texts have a low information density; important information has been flagged or is being repeated. Too much (new) information is introduced simultaneously. The texts consist mainly of frequently used (or for the students everyday) words. |
The texts have a clear structure. Links in the text shall be clearly indicated. The texts tend to have a low information density, and they are not too long. |
The texts are relatively complex, but they have a clear buildup that can be reflected in the use of cups. The information density can be high. |
The texts are complex and the structure is not always as clear. |
| Tasks | ||||
| 1. Reading of informative texts |
Can be simple informative texts, such as casework texts, reference books, (simple) Internet texts, simple schematic overviews. |
Can informative texts reading, including schoolbook and study texts (for language and case boxes), standard forms, popular magazines, texts from the Internet, notes and schematic information (in which different dimensions are combined) and the Everyday news in the paper. |
Can informative documents, such as information material, brochures from bodies (with more formal language use), texts from (used) methods, but also newspaper messages, business correspondence, complex schedules and reports on their own field of activity. |
Can informative read texts with a high information density, such as long and complicated reports and condensed articles. |
| 2. Reading Statements |
Can be simple instructive read texts, such as (simple) directions and directions in commands (out of the method). |
Can instructive Read texts, such as recipes, common directions and instructions for use and attachment of medicines. |
Can instructive read texts, such as complicated instructions in use instructions for unknown devices and procedures. |
| 3. Reading enchanting texts |
Can be simple Demonstration reading texts, such as in school books for language and case boxes, but also advertisements, advertising, house-to house magazines. |
Can Demonstration, Often redundant texts read, such as advertising tests, advertisements, leaflets, but also brochures from formal bodies or slightly opinizing articles from magazines. |
Can Demonstration texts including texts from textbooks, opiniating articles. |
Can Demonstration texts which include texts with a complicated argumentation, or articles in which the writer (implicit) takes or takes into account a point of view. |
| Task Execution Attributes | ||||
| Technique and vocabulary |
Can read texts so fluently that word recognition does not get in the way of word recognition. Knows the most mundane (frequent) words, or can deduce the meaning of a single unknown word out of context. |
At this level, vocabulary is not a distinguishing feature of pupils anymore. The vocabulary of the pupil is sufficient, to read texts and when necessary the meaning of unknown words can be derived from the form, composition or context. |
||
| Understand |
Recognizes specific information when asked for a single explicitly mentioned information unit (literally understanding). Can (in the context of the reading target) extract important information from the text and can tailor its way of reading there (for example, globally, exactly, selection/targeted). |
Can reflect the main idea of the text and distinguish between main and side cases. Establishes relationships between text sharing (introduction, core, slot), and texts. Ordent information (for example, on the basis of signal words) for a better understanding. Recognizes image speech (literal and figurative language). |
Can name text types. Can view the main idea in own words. Understands and recognizes relationships as a cause result, means-purpose, enumeration etc. Draws a distinction between main and side issues, opinions and facts. Makes a distinction between point of view and argument. Draws a distinction between the reason and the argument. |
Draws a distinction between divergent, contemplative or enchanting texts. Draws a distinction between arguments: objective versus subjective arguments and distinguts dry argument. Recognizes argument schemas. Recognizes ironic language use. |
| Interpret |
Can interpret information and opinions to the extent that they are close to the student. |
Establishes relationships between textual information and more general knowledge. Can indicate the intent of text parts and/or specific formulations. Can you tell the author's intention? |
Draws conclusions from one (part of the) text. Draws conclusions about the writer's intentions, views and feelings. |
Can make a comparison with other texts and between text parts. Can also indicate implicit relationships between text parts. Recognizes personal value judgments and interprets them as such. |
| Review |
Can a judgment on a text (part) be verted. |
Can evaluate and assess relationships between and within texts. |
May indicate the purpose of the writer as well as the linguistic resources used to achieve this goal. Can divide the text into meaningful units, and can nominate the function of these units. Can assess the argumentation in a enchanting text on acceptability. Can evaluate the information in a text by value for itself and others. |
Can analyze and assess argumentation. Can evaluate a text for consistency. Can assess language usage. |
| Summaryall |
Can summarise a simple text succincly. |
Can summarise a text succincly to others. |
Can from a text create a well-formed summary that can be understood separately from the text of the text. |
|
| Lookup |
Can search for information in clearly ordered reference books, such as dictionaries, telephone directory, etc. Can read schematic information and explicate relationships with the text. |
Can systematically search for information (for example, the Internet or the school library) on the basis of keywords. |
Can assess the reliability of sources and indicate sources. Can quickly find information in longer reports or complicated schemas. |
| General description Read fictional, narrative and literary texts |
Can read youth literature. |
Can read simple adolescent literature refereeing. |
Can read adolescent literature and simple adult literature critical and reflective. |
Can interpret adult literature and read aesthetically. |
| Texts | ||||
| Text Attributes |
The structure is simple. The pace at which the exciting or dramatic events follow each other is high. |
The structure is clear. The story has a dramatic storyline in which the suspense is occasionally interrupted by thoughts or descriptions. Poetry and songs usually have narrative content and an emotional charge. |
The texts have a relatively complex structure. Literary processes, such as perspective changes and time jumps, are fairly explicit. In addition to the concrete meaning layer, there is also a deeper layer. The texts appeal mainly to personal and social issues. |
The literary processes are complex such as a unreliable perspective, implicit time jumps and perspective changes and a metaphorical style. In ancient texts, the language, content and form is dated. |
| Task Execution Attributes | ||||
| Understand |
Recognizes basic structure elements, such as changes of time and place, rhyme and verse form. Can empathine with a character and explain how a character feels. Can paraphrase or summarise poems and story fragments. |
Recognizes the genre. Recognizes literal and metaphorous language. Can describe situations and entanglements in the text. Can describe the thinking, feeling and action of characters. Can describe the development of the main character. Can chronological history chronological. |
Recognizes tell and close technical processes. Recognizes common style characters. Can lay causal links at the level of actions of characters and the events. Can note explicit goals and motifs of characters. |
Recognizes irony. Can distinguish different layers of meaning, such as a psychological, sociological, historical and intertextual sense layer. May note stylistic, substantive and structural details. |
| Interpret |
Can establish relationships between the text and reality. Can designate exciting, humorous or dramatic passages in the text. Recognizes different emotions in the text, such as sadness, anger, and joy. |
Can determine to what extent the characters and events are recognizable and realistic. Can be characters typiy, both inner and look alike. Can name the subject of the text. |
Can name implicit targets and motifs of characters. Can give meaning to symbols. Can indicate which issues are at the centre of the text and reflect the main idea or message of the text. Can explain the operation of basic information and technical processes. |
Can identify empathically with different characters. Can formulate the general theme. Can place texts in cultural historical perspective. |
| Review |
Evaluates the text with emotive arguments. Can exchange reading experiences with fellow students. May indicate interest in certain types of forms. |
Also evaluates the text with realistic arguments and can explain personal responses with examples from the text. Can exchange reading experiences with fellow learners and can motivate interest in certain genres or topics. |
Also evaluates the text with moral and cognitive arguments. Can set out what insights the text has led to. Can we discuss the interpretation and quality of texts and the social, psychological and moral issues raised by the text? Can motivate interests in certain issues. Can describe personal literary taste and development. |
Also evaluates the text with structural and aesthetic arguments. Can compare texts to content and form. Can assess interpretations and value judgments of peers and literary critics. Can motivate interest in certain writers. |
| General description |
Can write short, simple texts on everyday topics or on topics from the living world. |
Can write cohesive texts with a simple, linear buildup, on diverse familiar subjects from the (vocational) training and social character. |
Can write detailed texts on subjects from the (vocational) training and social nature, in which information and arguments from different sources are compiled and assessed. |
Can write well structured texts on all kinds of subjects from the (vocational) training and social nature. Can highlight relevant issues, elaborate views extensively and support with reasons and examples. |
| Tasks | ||||
| 1. Correspondence |
Can write a note, card, or email to ask for information, thank someone, congratulate, invite, etc. |
Can write emails or informal letters, and express opinions and feelings. Can produce simple business letters and prepare written requests using standard formulations. |
Can write adequate letters and emails, express feelings nuanced, and argue a point of view. |
Can express itself clearly and precisely in personal correspondence and thereby flexibly and effectively make use of the language, including feelings, allusions and jokes. Can handle complex business correspondence with ease. |
| 2. Fill out forms, messages, advertisements and notes |
Can write a short message, a message with simple information. Can fill out simple standard forms. Can create annotations and display summary. |
Can write notes, posts and instructions in which simple information of immediate relevance is conveyed to friends, teachers and others. Can draw up an ad to sell stuff for example. Can make annotations during an explanation or lesson. |
Can write and pass on important information about all kinds of topics. Can take notes of a clearly structured story. |
Can write messages in which information is transferred from third parties, and where important points can be easily understood. During a lesson or a lecture on a subject in his area of interest, can make detailed notes and record the information as accurately and truthfully that the information can also be used by others. |
| 3. Reports, workpieces, summaries, articles |
Can write a report and or a workpiece together and summarypieces of information from various sources. |
Can write records and workpieces using a stramon, merging information from several sources. Can write and convince underwriting with arguments. Can make a collage, a newspaper or wall newspaper. |
Can write divergent, contemplative and enchanting texts. From a question point, can write a report, piece of work or article in which an argument is worked out, giving reasons for or against a particular opinion, explaining the advantages and disadvantages of different choices. Can synthesize information from different sources in one text. |
Can write reports, workpieces and articles on complex topics and highlight relevant points in it using various sources. Can write texts with a different, contemplative or enchanting character, in which links are made between individual subjects. In an argument, can be elaborated freely and supported by subordinate points, reasons and relevant examples. Can summarylong complex texts. |
| 4. Free writing |
Can write own ideas, experiences, events and fantasies into a story, in an informative text or in a poem. |
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| Task Execution Attributes | ||||
| Consistency |
The information is arranged in such a way that the reader can easily follow the thought and reach the writing goal. The most famous conjugation words (and, but, because, because) are used correctly, with other add-words coming up still errors. Errors with reproach words come before. Coherence in the text and within composite phrases is not always clear. |
Uses common connection words (if, though) correct. The text contains an order; introduction, core, and slot. Can create paragraphs and explicitly indicate content links. Makes sometimes ambiguous references and errors in the structure of the text. |
The line of thought is, in broad terms, logical and consistent with here and there an unobstructed side track. Relationships as cause and effect, pros and cons, agreement and comparison, are clearly indicated. Relationship between sentences and phrases in composite sentences is generally well defined by the use of correct reference and connection words. Paragraphs are linked to a coherent argument. |
Gives a complex thought process well and clear again. Clearly indicates what the main business is and what is supportive in the argument. Provides relevant arguments for the argument in view. References in the text are correct. Long, multiple compound phrases are well understood. |
| Target Reconciliation |
Can remain faithful in texts with a simple linear structure to the purpose of the writing product. |
Can apply different write goals and combine in a text: ask and give information, give opinion, persuade, act on. Can modify the text to match the purpose of the text. |
||
| Tuning to the public |
Used basic conventions in a formal letter: Dear/Best and HoogaMorning/With friendly greeting. Can use formal and informal language. |
Adjust the word use and tone to the audience. |
Can write for both audiences from the home environment as well as for a general readership (e.g. agencies, media). Apply register consistently: the language usage fits within given situation and is consistent in tone, purpose, genre. |
Can write for both audiences from the home environment as well as for a general readership (e.g. agencies, media). Can handle different registers and has no difficulty in adapting the register to the situation and the public. Can write in a personal style that fits with an intended reader. |
| Vocabulary and vocabulary |
Used mainly commonly used words. |
Varies the word usage, errors with idiomatic expressions are still coming before. |
Brings variation in word use to prevent recurrence. Word choice is usually adequate, but only a single error is made. |
There are no perceptible restrictions in the word usage. The word use is rich and very varied. |
| Spelling, punctuation and grammar |
See Language care level description. Reasonably accurate use of simple sentence constructions. |
See Language care level description. Exhibits reasonable grammatical control. |
See Language care level description. Shows a relatively large control of grammar. Incidental errors, non-systematic errors and minor imperfections in the zinc structure may still occur. |
See Language care level description. Consistently maintains a high degree of grammatical correctness, errors are rare. |
| Readability |
Can use a title. Provides a letter to the usual place of dating, addressing, salutation, and signature. Pays attention to the layout of the text (handwriting, sheet mirror, visual elements and colour). |
Uses title and text headings. If longer texts (more than two A4) require support when applying the layout. |
Gives a clear structure to the text, uses white lines, margins, and cups. In a longer text, gives a format in paragraphs. Tune the layout to the target and audience. |
Lay-out and paragraph layout are consciously and consistently applied to support the concept in the reader. |
In order to speak about language and language phenomena, a limited number of concepts are necessary. Most of them have been on the agenda at the end of primary education (1F).
Knowledge of these concepts fosters the conversation inside and outside language teaching about language and language phenomena: it is about teaching teachers (and pupils) to name certain phenomena in context-rich language situations. That is, teachers must be able to use these terms in their education in the domain of skills.
1F
2F
| Punctuation |
Colon, dot, comma, semicolon, exclamation point, question mark, quotation mark. |
Trema, accent. |
| Word types |
Noun, verb (sound, sound-changing (weak, strong)), adjective. |
|
| Grammatical knowledge |
Subject matter, subject matter, main sentence, byway, saying, person form. |
Suffering and business form, demanding form. |
| Test knowledge |
Point of view, argument, fact, opinion, text-type and call forms, paragraph. |
Designations for text types and genres (also: designations for call forms), main idea (text), text theme. Metatolingual forms: Words, phrases and text fragments that provide information about the rest of the text (such as signal words, prospective and retrospective text elements in introduction, summarizing sentence). |
| Stilistices and semantics |
Meaning, symbol, synonym, context, literal, figurative, expression, proverb, saying, mother tongue, second language, foreign language, default language, dialect, multilingual, formal and informal language use, loan word. |
Homonym, homophone, jargon, stilistic appropriateness (audience oriented), presentation characteristics (of oral and written text). |
| Morphology |
Word form, word part, compound, prefix, suffix, syllable. Number (plural/singular), time (nowadays, past, completed, uncompleted). Discolour word, appearance forms verb (trunk, infinitive, adjective). |
|
| Format |
Page, word, sentence, capital letter, pronunciation, title, chapter, line, font, paragraph, heading. |
|
| Sound |
Articulation, emphasis, intonation, speech break. |
Grammatical concepts for work-word spelling
1. Working word;
2. Time of the verb (nowadays and past, uncompleted and completed);
3. Number: plural, singular;
4. First, second and third persons;
5. Person Form;
6. Finished partial word;
7. Stam of the verb;
8. Hele Verb (infinitive);
9. Subject;
10. Weak and Strong verbs;
11. World proverb.
Rules
Line for match in number (subject-person form; referent-delete) and gender (reference-word-word).
The required quality of productive language use (speaking, writing) is always indicated by the attributes of the task execution in those domains.
In this domain of language care, it is only about knowledge of rules and concepts that serve proper language use. The level determination has always been based on complete control, i.e., almost automatic control, and exceptionally, back to regulation knowledge in language production, as described in the fields of writing and speaking. Rule knowledge and application in exercise tasks precedes that mastery. The levels indicate an end point: the acquisition of the rules to an almost automatic control requires a lot of learning time. The scholar must be in constant maintenance. This can mean that new instruction and practice should be given from time to time (refresher) and that there should be careful feedback to write and speak products by all teachers, teachers, and teachers. teachers from other subjects.
Categories
This section contains the categories of spelling problems and rules. The basis for the spelling is knowledge of the civilized pronunciation of Dutch ("sound purity"):
1. Customer-pure words (will, animal, size, there, must, wasp, calf, etc.): words that allow for an alternative spelling in a standard Dutch ruling.
2. Customer chamhile words: words that will be spelled wrong if the sound is followed. It's about general rules and dialectical details. They are errors that will occur more frequently in one region than in any other:
bodum (bottom), enugu (only), flaknear (near), prices (prices), praccidentally (by accident), srijf (write), teminste, tumin, tuminstu, trugpayment (refund).
3. Play ambiguous words such as sleeves (maws), kline (small), dagt (thought), answer (reply), direkt (direct). They are words that can be spelled in two ways, because the sound does not give an exclusion. Two characters represent a single sound (au/ou, d/t, ei/ij, ch/g, c/k).
Line boundary lines
4. Rules for doubling and entry on letter limits: fumigation, number, hiding, lying, walking, crossing, hairs.
5. Breaking rules (raised) (trumpy; trot-ken, get-skirts, protruding, and), as a compaction of morphological and spell-line.
Word boundary rules
6. Write-on and unwrite of words
(motorways, losing, forever).
Morphological spelling
7. Rule of uniformity in assimilation: Handkerchief cloth instead of saddled cloth.
8. Multiple-fold formation
8.1. -s after consonant, -a, -o, -y, -e: (a) fuchsia's, (b) cafes, (c) garages, girls
8.2. -en (a) without and (b) with doubling: latten (noun), omit (verb).
9. Formation of adjective
9.1. -e (in the case of nouns as plural nouns), with possible application of other rules (doubling/doubling in the line of the letter). Also, for adjectives derived from verbs
9.2. Dusty adjectives on -en: Gold, silver (both in the noun in singular and plural).
10. Formation of Discolourant
10.1. Base + diminutive
10.2. Exception to single/dous-up rule:
Decrease in open vowel: chocolate, cafe, parapluutje .
11. Write-wise of suffixes (-ness, -corpse).
12. ' s and -s: at night, at night (start of a sentence).
13. Multi-vouch/non-person references to persons/persons used in an individual or an adjective: all, many, few, but also all, few, many etc.
Rules for the work-word spelling
14. Person shape
14.1. present time of verbs with strain on -d
14.1.1. singular: word (t)
first person asking and asking (I am/become me)
second person asking and asking (you will be t/be you)
Third person singular and demanding (he will be/he becomes)
Your brother will be denied access to you.
third person, singular and singular in verbs of verbs with prefix (likelihood of confusion with word image of completed subword): he assesses (not: assessed)
14.1.2. plural: become, leave
14.2. past tense of weak verbs with strain on -d or -t: (morphological rule leads to doubling of d/t, although phonetic does not require) She replied
14.3. past tense verbs of strong verbs with strain on -d or -t
Singular: was, left
Plural: were turned.
15. Infinitive
15.1. 'Ordinary' verbs with strain on -d or -t: are to be
15.2. Verbs with strain on -d and -t that are given time dd/tt in the past: Reimburse, require (swap of word images)
15.3. As 15.2, in adjective provisions, in an environment with past tense ("the streets to be lighted were not closed").
16. Finished partial word
16.1. (by prefix), with probability of confusion with word image
on -d: occurred, assessed
on -d: after a "false" f (strain on v): Dyed
on -d, after a "false" s (strain on z): moved
16.2. on -den or -ten: loaded, left
In the environment of plural ( The loaded wagons)
in the area of singular (the loaded wagon)
16.3. on -d or -t, used as the adjective: Parked, paused, sheltered
In the environment of singular/plural: the sheltered garden/gardens (adjective does not bend with number)
in the environment of present/past tense: He saw/she sees enlightened streets .
Other rules
17. Write-wise of intermediate sounds -s and -e (n).
18. Use of trema and hyphen.
1. Principal letters and points in case of zinc marking.
2. Question marks, exclamation marks, and quotes.
3. Principal letters in case of own name and direct reason.
4. Komma's, double point.
The difficulty of spelling is organized in two ways. There are empirical data on what pupils can end BO (PPON) and key data from bridge-class learners. 1 This provides an overview of entry difficulties, as presented in the first report of the Expert Group (2008). Spelling problems can also be accommodated in larger classes, as Schdisc (2009) shows. In addition to a certain logical sequence of classes of problems, also plays the frequency in which the game word appears a role. The "stupid e" for example, in "stupid" is generally only controlled after group 4, but very frequent words with a stupid 'e' are already spelled well in Group 3. As ordering for the spelling problems we use a layout in five classes. This format is used when diagnosing spell-reading.
1. Alphabetical: here it is about following the civilized Dutch pronunciation: the same sound has the same letter. The basic knowledge is the sound-drawing link, for example, for example, oe, onion. Allofonen (v/f; z/s alternation) can be included in this. End Group 3 controls this category.
2. Orthographic: here it is about autonomous rules across the border of syllables: words with sch, ng, nk, shark, ooi, oei, ch (t), -century, y, -y, -y, -ee, de ë in ie or ieë, consonant doubling, open syllables, adhesive letters belong to these category.
(3) Morphological: all words formed by the addition of prefixes or suffixes such as discolouration (-tje, -pje, -je), plural formation and suffixes as (-ig, -ness,-ity, -nature, -erd, -tie, -iaal/- eal/- y/--ic, -ic); also: adjective used completed subword. Words with as plural. All the words that are formed by assemblies (assimilation phenomena: constantly).
4. Morphological, using syntactic knowledge: verb spelling in which person and number of the subject is leading for the spelling (personal form), the function of the verb has to be determined (personal form, infinitive, complete) partial word). Homophones here are the most difficult problems (move d/move, polite/polite): knowledge of the function is necessary here.
5. Logographic: fixed combinations, which are to be known as such (no control): /zj/ written as g (garage), open syllable /y/written as -i-, words on -isch, /s/ written as -ch-, /oo/ written as -au-or -ou-, /s/ written as -c-for i, ie and e; /ks/ written as -x-, /oe/ written as -ou-, words with -aise, -aire, /sj/ written as -ci-, /ie/ written as -y-, lovewords (team, jam, tram). Words with a trema, words preceded by ' s.
| 1. Alphabetical spelling |
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| 2. Orthographic spelling |
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| 3. Morphological spelling This includes the writing of suffixes, plural formation, discoloration, rule of uniformity in assimilation (pocket/saddle cloth), adjective formation. |
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| Difficult cases: |
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| (a) plural -s after clinker (girls, garages, fuchsia, cafés) |
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| (b) discoloration after open vowel (parapluutje) |
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| c) in the morning |
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| (d) material adjectives on-and |
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| (e) plural n/n in the case of self-employed reference (all versus all) |
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| (f) yes/not-n in composite words |
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| 4. Morphological spelling on syntactic basis Verb spelling of which a part is pure morphological, such as present time plural, past time of verbs with strain on -d (replied (n)), whole verb |
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| Difficult cases: |
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| Person Shape | ||||
| a) homophone cases: present tense stem at -d singular (he is t/word) |
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| (b) Present tense (sound or weak) verbs, singular |
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| (c) past time (sound or weak) verbs with strain on -d or -t |
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| (d) present tense 2nd person or 3rd person behind the person form (you become ill, becomes your brother, you are denied entry) |
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| e) with prefix, homophone with completed subword (he assesses/assessed) |
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| Completed Subword | ||||
| (f) homophobic cases (MLT/move) |
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| 5. Logographic: no rules, but knowledge of fixed combination between sound and character such as /sj/ written as -ch- |
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| 6. Other rules |
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| (a) Playing-office-words |
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| (b) how to write between -s and -e (n) |
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| (c) use of trema and hyphen |
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| Punctuation | ||||
| 1. Headletters and Points |
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| 2. Question marks, exclamation marks, and quotes |
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| 3. Headletters in eigenname and direct reason |
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| 4. Comma's, double points |
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| Other rules | ||||
| Degradation rules |
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| Conscription and unenrollment (most difficult cases) |
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| Grammatical concepts for verb spelling | ||||
| Verb, verb time, number, person, person form, finished part word, tribe, whole verb, subject, weak/strong verbs, verb saying, 'cookship' |
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1. Numbers
1.1. Numbers-level 1F and 1S
1.2. Numbers-level 2F and 3F
2. Dispositions
2.1. Ratios-level 1F and 1S
2.2. Ratios-level 2F and 3F
3. Mites and Measuring
3.1. Measurement and Measuring-level 1F and 1S
3.2. Measuring and Measuring-level 2F and 3F
4. tyres
4.1. Connections-level 1F and 1S
4.2. Connections-level 2F and 3F
| A Notation, language and meaning -Pronunciation, writing and meaning of numbers, symbols and relationships -Use math language |
-5 is equal to (as many as) 2 and 3 -relationships greater/less than -0.45 is forty-five hundredths. -Elongation with horizontal stripe  -counter, denominator, score line |
-recognition of elongation at break as well as ¾ |
| Use functional | Use functional | |
| -pronunciation and write of integers, fractions and decimal numbers -numerical denominations like three-quarters, one and a half million |
-mixed number -relationship between breakage and decimal number |
|
| Know why | Know why | |
| -calculate order of magnitude of numbers |
-difference between number and number -interest of the number 0 |
|
| Level 1F Parate | Level 1S Parate | |
| B Related to each other -Numbers and Number Relationships -Structure and coherence |
-ten structure Number row -Numbers line with integers and simple decimal numbers |
-Numbers line, also with decimal numbers and fractions |
| Use functional | Use functional | |
| -translate simple situation into calculation -rounding of whole numbers to round numbers -global preparation of results -splitting and assemting numbers based on the titen-in system |
-translate complex situation into calculation -rounding decimal number to integer -rounding inside given situation: 77,4 boxes calculated thus buy 78 boxes |
|
| Know why | Know why | |
| -structure of the titen-in system |
-building decimal position system -reasoning about fractures, for example: is there a smallest fracture? |
| Use C -Memorizing, automating -Main signs (note of intermediate results) |
-split it out of the head, add up and subtract under 100, including with simple decimal numbers: |
-standard procedures are also used with numbers above 1000 and more complex decimal numbers in more complex situations |
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| permitted) |
12 = 7 + 5 |
67-30 |
-get acquainted with tables (up to 10) from the head |
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| -Main operations (+,-, ×,:) on paper |
1-0,25 |
0.8 + 0.7 |
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| execute with integers and decimal numbers |
-products from the tables of multiplication (up to 10) from the head: |
-recount, subtract, multiply and divide the head with "zeros"; also with more complex numbers and decimal numbers: |
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| -Operations with fractions (+,-, ×,:) on paper |
3 × 5 |
7 × 9 |
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| running |
-layouts from the tables (up to 10): |
18: 100 |
1,8 × 1000 |
|
| -Perform Calculations to solve problems |
-order of operations |
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| unloading |
45: 5 |
32: 8 |
-efficient arithmetic also with larger numbers |
|
| -Calculator in a sensible way |
-recount from the head, subtract, |
-Parts with rest or (rounded) decimal number: |
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| Bets |
multiply and share with "zeroes", even with simple decimal numbers: |
122: 5 |
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| -compare and organize the size of |
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| 30 + 50 |
1200-800 |
breaks, including through standard procedures, and |
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| 65 × 10 |
3600: 100 |
this one in meaningful situations on the |
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| 1000 × 2,5 |
0,25 × 100 |
gettline places |
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| -efficient arithmetic (+,-, ×,:) using the characteristics of numbers and operations, with simple numbers |
-conversion of fractions to decimal numbers (possibly with the calculator) -addition and subtraction of fractures and mixed numbers such as 6¾, also through standard procedures |
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| -addition and subtraction (which also determines difference) with integers and simple decimal numbers: |
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| 235 + 349 |
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| 1268-385 |
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| € 2,50 + € 1.25 |
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| -multiplying a single digit number by a number of two or three digits: |
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| 7 × 165 = |
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| 5 hours work for € 5.75 per hour |
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| -multiplying a number of two digits by a two-digit number: |
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| 35 × 67 = |
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| -numbers of up to three digits shall be split by a number with a maximum of 2 digits, with or without a rest: |
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| 132: 16 = |
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| -compare and organize the size of simple breaks and place them in a number of meaningful situations on the number line: |
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| ¼ liter is less than ½ liter |
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| -converting simple fractions to decimal numbers: |
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| ½ = 0.5; 0,01 =  |
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| -addition and subtraction of many similar occurrences of similar or similar fractions within a meaningful situation: |
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| + + + + = ½ + ¾ |
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| Use C -Memorizing, automating -Main signs (note of intermediate results permitted) -Main operations (+,-, ×,:) executed on paper with integers and decimal numbers -Operation with fractures (+,-, ×,:) on paper -Perform Calculations to resolve problems -Calculating the computing machine in a sensible way |
-whole number (part of take): 1/3 part of 150 euro -multiply a fraction by an integer in a meaningful situation |
-multiply an integer by a fraction or vice versa -to simplify and complicate fractures and breaks as mixed numbers: 6 /8 = 3 /4 1 /5 = 20 100 25 /4 = 6 1 /4 -multiply or part of a fraction of a fracture, in particular in situations: 1 /2 part of 1 2 litres 3 /4 × 5 /8 -a whole number of parts by either a break or a mixed number: 10: 2 1/2 -share a fracture or mixed number due to a rupture, especially within a situation: 1 1/2: 1/4; how many 1/4 liter packets should you buy when you need 1 1/2 gallons of whipped cream? |
| Use functional | Use functional | |
| -broadly (approximate) arithmetic (to be estimated), if the context is suitable for this purpose or as a check for calculating using the calculator: Is ten euros enough? € 2,95 + € 3,98 + € 4,10 1589-203 is about 1600-200 -interpret or process the "rest" (in parts with rest) in contexts -make wise choice between self-calculating or calculator (both bare and in simple daily contexts such as money and measurement situations) -critical assessment of an outcome |
-use standard procedures with insight into situations where integers, fractions, and decimal numbers occur |
|
| Know why | Know why | |
| -interpretation of an outcome "with rest" when using a calculator |
-know that there are procedures that always work and why -decimal numbers as the application of (ten-part) dimensional refinement -knowledge of operations: 3 + 5 = 5 + 3, but 3-5 ≠ 5-3 |
| A Notation, language and meaning -Pronunciation, writing and meaning of numbers, symbols and relationships -Use math language |
-write negative numbers: -3 °C-150 m -use symbols such as < and > -use of root sign, powers |
-pronunciation, writing and meaning of negative numbers as they occur in situations with e.g. temperature, debt, and deficit and height |
-the freezing of 8 degrees can also be expressed as: it is -8 ° C and pronounced "minus 8" or "8 degrees below 0" -be able to display deficits and debts with a minus sign -read and interpret in a table the meaning of positive (surpluses) and negative differences (deficits) -on the calculator, for example -5.23-7.81 correctly intypes |
| Use functional | Use functional | Examples | |
| -number notations by million and billion: 60 billion euro coins have been minted |
-use pronunciation, writing and meaning of large numbers by million and billion as a size and with appropriate prefixes (in sizes) |
-This presentation is 3.1 MB (megabyte) -1 249 574 to be reported as over 1.2 million -the period from 15.5 million to 16 million inhabitants lasted five years, how many of the inhabitants have been in those 5 years? |
|
| Know why | Know why | Examples | |
| -relate numbers to situations: -I walk about 4 km/h -The Netherlands has about 16 million inhabitants -3576 AP is a postcode -hectometerpaaltje 78,1 -0.543 on receipt is weight -300 Mb free memory needed |
-apply computational procedures in more complex situations, thereby explaining why it may be necessary to use the brackets and know how this works. For example, when using a calculator or spreadsheet |
-the price of 3 coffee of € 1.90 plus 2 cakes of € 1.90 you do not calculate with 3 + 2 x € 1,90 and do with (3 + 2) x € 1,90 -in a spreadsheet, make a table of prices with: a x € 1,90 + b x € 1,90 or with (a + b) x € 1,90 |
| B Related to each other -Numbers and Number Relationships -Structure and coherence |
-places negative numbers in number system |
-compare and organize numbers and sizes (shown with whole or decimal numbers), for example on a scale of a measurement tool or a timeline |
-indicate temperature, (body weight), water height, screw lengths in inches (fractions) on a "scale" -compare and organize times and distances in sport |
| Use functional | Use functional | Examples | |
| -comparing numbers, for example, with a number line: historical timeline, 400 BCE -2000 AD. -translate situations to an operation: 350 cans needed, they are packed per 6 -rounding up on "beautiful" numbers: 4862 m 3 gas is about 5000 m 3 |
-to solve a problem more complex situations translate to computational operations and apply computational procedures to get a desired result (shearer, out of the head, on paper or using the calculator) |
||
| Know why | Know why | Examples | |
| -within a situation the result of a calculation is checked for correctness: Total paid to rent per year € 43,683 does that do? |
-building own repertoire of a number network related to situations |
-number of inhabitants Netherlands, population of working population, residents own residence, other population of population -Numbers network linked to time (60, 15, quarter, 12, 24, 365, 7, 52 = 4 x 13, work week, runway size) -personal figures (own sizes, age and year of birth) -possibly also "tallies" (100 = 4 x 25; 60 you can share by many numbers; ....) |
| Use C -Memorizing, automating -Main signs (note of intermediate results permitted) -Main operations (+,-, ×,:) executed on paper with integers and decimal numbers -Operation with fractures (+,-, ×,:) on paper -Perform Calculations to resolve problems -Calculating the computing machine in a sensible way |
-use negative numbers in calculations: 3-5 = 3 + -5 = -5 + 3 Use parentheses -Calculate or approximate fractions, percentages, powers and roots using a calculator as finite decimal numbers. |
-arithmetic, in known situations, of whole and decimal numbers and (simple) fractions (shearer, from head, paper or calculator) |
-moisture balance: drunk 1/8 liters and 250 ml and 0.7 liter -counting with money (tenders, cash book), sizes, etc. -counting time, calculating time difference -1.71 m + 30 cm -1000 buttons à € 0.065 cost together ... (zero lines) -conveniently located in warehouse, for example with boxes of 24 in 5 x 24 x 2 |
| Use functional | Use functional | Examples | |
| -estimate of an outcome -completion of a calculation in accordance with the given situation |
-interpret the results of a calculation in terms of the situation, e.g. verify that a result of a computation has the right order of magnitude and what is the "margin of error"; finalizing meaningful |
-6000 text messages in a month, can that? |
|
| Know why | Know why | Examples | |
| -choose an appropriate calculation model or calculator for calculations -verifying calculations and reasoning |
| A Notation, language and meaning -Pronunciation, writing and meaning of numbers, symbols and relationships -Use math language |
-write a fifth part of all Dutch less as "1/5 part of ..." -3.5 is 3 and 5/10 -"1 in 4" is 25% or "a quarter of" -whole is 100% |
-Write 1/4 × 260 or 260/4 -formal writing 1: 100 ("stands to") recognize and use -different types of writing (symbols, words) related to each other |
| Use functional | Use functional | |
| -recognize fractions (horizontal fault line), decimal numbers (kommanumber), and percent (%) -language of proportions (per, on, of the) -recognize proportions in different daily situations (recipes, speed, increase/decrease, scale, etc.) |
-scale |
|
| Know why | Know why | |
| -relative comparison (term not) |
||
| Level 1F Parate | Level 1S Parate | |
| B Related to each other -Ratio, percent, breakage, decimal number, division, 'part of' associated with each other |
-recognize simple relationships, for example, that 50% take the same thing as "taking half" or the same as "sharing by 2" |
-percent as decimal numbers (hundredths) -common conversions of percentages in fractures and vice versa |
| Use functional | Use functional | |
| -describe part of a whole with a fracture -breaks with denominator 2, 4, 10 convert to corresponding percentages -to convert simple proportions into percentages, for example 40 to the 400 |
-converting fractions and percentages into each other -approximate fractions as finite decimal numbers -convert ratios and breaks with a calculator into a (rounded) reference number |
| -relationship between fractures, proportions and percentages -convert breaks to a comma, end or infinite number of decimal places |
||
| Level 1F Parate | Level 1S Parate | |
| Use C -In the context of ratios performing calculations, also with percentages and proportions |
-counting with simple percentages (10%, 50%, ...) |
-numeracy with percentages, also with more difficult numbers and less "beautiful" percentages (possibly with the calculator) |
| Use functional | Use functional | |
| -solve simple formatting problems (with nice numbers) -solving problems in which the relationship is not directly related: 6 suits for 18 euros, for 5 suits, you'll pay ... |
-"whole" is 100% -define the missing size of a photo that is magnified -calculating with simple scale |
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| Know why | Know why | |
| -simple proportions compare: 1 in 3 children this holiday goes abroad. Is that more or less than half? |
-enlargement as an application of proportions -as a percentage, you can't just add up and subtract (10% off 10% off) -significance of percentages over 100 -relative size: half of something can be less than a quarter of something else |
| A Notation, language and meaning -Pronunciation, writing and meaning of numbers, symbols and relationships -Use math language |
-a "quarter of 260 pupils" can be written as 1/4 × 260 or as 260/4 -Formal writing 1: recognizing 100 at scale -1 in 5 Dutch people are the same as "a fifth part of all Dutch" |
-the method of writing percentages, breaks and the language of relations |
-the VAT rate is 6, write as 6% -expressions such as: 1 in 10,000; 3 per 100; 4 on the 10 etc. recognize and use |
| Use functional | Use functional | Examples | |
| -identify and use fractions of fractions, decimal numbers, and percent |
-in known situations when solving problems in which relations play a role competently with the common language and notations of percentages, fractures and proportions, and interlinked with each other. |
-3 out of 10 employees come to the OV, half of them travel by bus -scale 1 in 100 -Car drives 1 at 15 at 80 km/h -the chance is 50% that you will win a prize, but only 1 in 2 million that this is the main prize |
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| Know why | Know why | Examples | |
| Level 2F Parate | Level 3F Parate | Level 3F Examples | |
| B Related to each other -Ratio, percent, breakage, decimal number, division, "part of" associated with each other |
-simple stem breaks (1/2, 1/4, 1/10, ..), decimal numbers (€ 0.50; € 0.25; € 0.10), percentages (50%, 25%, 10%) and proportions (1 in 2, 1 out of 4, 1 in 10) |
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| Use functional | Use functional | Examples | |
| -Calculate fractions and percent or approach as finite decimal numbers using a calculator |
-choose, in known situations, an appropriate calculation model or use the calculator to solve a ratio problem. Using the relationship between ratios, percentages, fractions and decimal numbers, and converting them when relevant |
-" A quarter of the Dutch have sleep problems. About one-third of those with sleep problems are using a sleeping drug. 80 percent of them have been using this for more than half a year. " How many Dutch people use sleep resources for more than half a year? |
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| Know why | Know why | Examples | |
| Use C -In the context of ratios performing calculations, also with percentages and proportions |
-calculating with composite quantities (km/h, m/s and the like): A car drives 50 km/h. Which distance is covered in 2 seconds? -determine which (simple) scale is something drawn, as single sizes are given -run percentage calculations: Inbuy price is € 75,-. What is the price including VAT? -compare relationships with each other and choose an appropriate calculation model to that end, for example a ratio of the ratio of the juice to the ratio of more vitamin C? |
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| Use functional | Use functional | Examples | |
| -magnification as an application of proportions: A photograph is increased by 50% with a copy machine. How do you change the length and width of the picture? |
-can successfully address relationship problems in known situations and perform the necessary computations |
-344 cars per 1000 inhabitants is about 1 per ... -what is cheaper: chips of € 2.49 with 25% discount or 3 for the price of 2? -to make dilutions and mixtures -19% VAT at € 465, is about 20%, is 1/5 part so parts by 5 -sizes on map of work space "translate back" to real sizes -recipes for ratios -what is cheaper: 350 g for € 2.45 or 125 g for € 1.00? |
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| Know why | Know why | Examples | |
| -Why do you sometimes have to add percentages to each other in computations? |
| A Notation, language and meaning -Sizes for length, surface area, contents and weight, temperature -Time and money -Measuring instruments -Writing and meaning of geometric symbols and relationships |
-pronunciation and notation of • Amounts (euro) • time (analogue and digital) • calendar, date (23-11-2007) • Length, surface and content states • Weight • temperature -circumference, surface and content -names of some flat and spatial figures, such as rectangle, square, circle, cube, globe -common geometric concepts (such as round, straight, square, middle, horizontal, etc.) |
-are, hectare -tonnes (1000 kg) -meaning of prefixes such as milli-, centi-, kilo- -(default) surface km km 2 , M 2 , dm 2 , cm 2 -(default) content-retention m 3 , dm 3 , cm 3 |
| Use functional | Use functional | |
| -reading measuring instruments and recording results; ruler, measuring cup, scale, thermometer etc. -different time units (hour, minute, second, century, year, month) -use the number of standard reference numbers ("a large step is about one meter", in a standard milk carton is 1 litre) -simple route description (turn left, turn right) |
-interpret data from measuring instruments; 23,5 on a odometer means ... -indications on windroos (N, NO, O, ZO, Z, ZW, W, NW) -recognize everyday language ("a kuub sand") -one hectare is about 2 football pitches |
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| Know why | Know why | |
| -develop their own reference vessels ("in 1 kg of apples are about 5 apples") -a square meter does not have to be square -meaning of prefixes such as "cubic" |
-relating surface and content states to corresponding lengths of length -reasoning which size fits in which context -Mirror in 2D and 3D -reasoning about symmetric figures -Continue geometric patterns (how do you know what the next figure should be out of the row) |
| B Related to each other -Use measuring instruments -Structure and coherence between units of measure -Different representations, 2D and 3D |
-1 dm 3 = 1 litre = 1000 ml -a 2D representation of a 3D object such as photo, map, map of the map (including legend), pattern drawing |
-1 m 3 = 1000 litres -1 km 2 = 1 000 000 m 2 = 100 ha |
| Use functional | Use functional | |
| -in meaningful situations, coherence between single (standard) sizes • km → m • m → dm, cm, mm • l → dl, cl, ml • kg → g, mg -time (months, weeks, days in one year, hours, minutes, seconds) -determine dimensions by means of adjustment scale, numeral -compare and organize sizes |
-coherence between (standard) sizes also by means of recall, in more complex situations and also with decimal numbers "Is 1750 g more or less than 1.7 kg?" -use and interpret composite quantities such as km/h -choose the appropriate unit of measure in case of a situation or calculation |
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| Know why | Know why | |
| -(length) sizes and money in connection with decimal numbers: 1.65 m is 1 meter and 65 centimeters € 1.65 is 1 euro and 65 euro cent |
-decimal structure of the metric system -structure and coherence of the system -relationship between spatial figures and associated construction plates |
| Use C -Measure -Arithmetic in geometry |
-Estimates of dimensions and quantities -approximate area by grid -calculating circumference and surface of rectangular figures -describe and read routes on a map using a grid |
-calculating/calculating the size and area of figures (also not rectangular) via (global) arithmetic |
| Use functional | Use functional | |
| -Calculating common units of measurement -using ruler and other common measuring instruments |
-Use formulas when calculating area and content of simple figures |
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| Know why | Know why | |
| -explain the formulas for calculating surface and content -calculate which magnification factor is required to form one (simple) figure out of the other -different circumference possible at the same surface area |
| A Notation, language and meaning -Sizes for length, surface area, contents and weight, temperature -Time and money -Measuring instruments -Writing and meaning of geometric symbols and relationships |
-1 ton is 1000 kg; 1 ton is € 100,000 -sizes megabyte, gigagbyte -straight-angle symbol parallel, perpendicular, angle-reading, building drawing, horticulture -Names flat figures: square, glass pane, parallel logram, rectangle, circle -names of spatial figures: cylinder, pyramid, sphere, a chimney has about the shape of a cylinder |
FOOD -in known situations, notation, name (also prefixes) and significance of common sizes (units and quantities) have parate GEOMETRY -know, in authentic situations, commonly used geometric concepts (runs, parallel, direction marks, ...) and read commonly used symbols -the names of (in situations) are familiar with flat and spatial forms |
FOOD -weight reading in kg and on kitchen scales in grams, on a personal weighing scale -knowing that a file of 3571 KB is over 3 megabytes -reading and interpreting measures of measurement on packaging and "everyday" measuring instruments -know that by weight: 1 ton is 1,000 kg; and with money 1 ton is € 100,000 GEOMETRY -read symbols in a construction drawing for remodeling of their own house or new garden decoration -know what is meant by: to the left of the cylindrical chimney and the pyramidal roof |
| Use functional | Use functional | Examples | |
| -all kinds of scales (including in occupational situations) read and interpret odometer, scales, duimstick -describe situations using words, by means of geometric figures, with coordinates, via (wind) direction, angles and distances, giving directions, specifying location in a warehouse, describing the form building -interpret simple working drawings (mounting drawing cabinet, own house map) |
FOOD -reading all kinds of measuring instruments, interpreting the terms correctly GEOMETRY -Use common geometric concepts and words (e.g., coordinates in reality, names of shapes, (wind) directions, angles and distances) to describe shapes, objects, places in space and routes in various situations -interpret simple work drawings |
FOOD -odometer, scales, reading, thumb-stick GEOMETRY -to describe route to strike address: 3rd right, 300 metres further sharp bend to the left -specify location in storeroom through its usual coordinates (for example, those in Ikea) -describe the shape of a building -using coordinates in Google Earth -in the mounting drawing of a cabinet, correctly interpret the shape and place of parts -reading and describing the forms of the rooms of a floor plan -interpret the scale correctly in a garden design correctly |
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| Know why | Know why | Examples | |
| B Related to each other -Use measuring instruments -Structure and coherence between units of measure -Different representation, 2D and 3D |
-structure and coherence of important measures in the field of the system -Interpreting and editing 2D representations of 3D objects and vice versa (views, results, cut sections, line lines) |
FOOD -relate skilfully common sizes in functional situations GEOMETRY -In functional situations 3D objects and the 2D representations of them interpret and relate to each other |
FOOD -in the case of prescription, know that 0.5 dl is 50 ml on the measuring cup -length of 1.71 m is the same as 171 cm -length room is on building drawing 5500, in which unit is that? How long is that room in real life? GEOMETRY -with floor plan, the sales star can see all customers from the checkout -find the road in town (or building) based on a map |
| Use functional | Use functional | Examples | |
| -Reading of sizes from a drawing, plan of work on their own garden -coherence between circumference, surface and content (how does the contents of a box change if only the length is changed, if all sizes increase as much?) -drawing, drawing, linical and geotriangle drawing of figures and drawing (work) drawings |
FOOD -In functional situations, reading from (work) drawings, plans, etc. and using known measuring instruments GEOMETRY -to make statements in concrete situations on length, outline, surface area and content, and in very simple cases of the relationship between them -create simple situational sets for the purpose of concrete tasks |
FOOD -use kitchen scales and measuring cup to measure or weigh ingredients GEOMETRY -expansion of 2 meters gives 10 square meters more floor space -a kuub sand is a bag of 1 m at 1 m at 1 m, but will be in bulk lower and thus more surface |
| -from performances and descriptions draw conclusions about objects and their place in space (what does a building look like?) -beam coherence R and diameter Ed from a circle (in some professions is mainly worked with diameter (cross section)) |
GEOMETRY -from simple (work) drawings, pictures and descriptions draw conclusions about objects and their place in space |
GEOMETRY -Picture: Which building is in front? -search discos within a 2 km radius from the campsite |
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| Level 2F Parate | Level 3F Parate | Level 3F Examples | |
| Use C − Measuring − Arithmetic in geometry |
-Estimates and measurements of angles, lengths and areas of objects in space; a floor in a block of flats is about 3 m high. -calculate the surface and circumference of some 2D figures, possibly with a given formula -A round terrace for 4 persons must have at least diameter 3 m. (Is a terrace of 9 m 2 suitable?) -Calculate content |
-In common situations dimensions (distance, length, height, surface) estimate and measure -in simple familiar and unambiguous situations and when that is functionally circumference, surface or content estimate or calculation |
-How high is this flat? -measuring height for curtains -paint or wallpaper to be bought from the muuropperm -calculate the circumference of the garden i.v.m. purchase fencing -area tent/caravan estimate in relation to pleksize -a round terrace for 4 persons must be at least 9 m area 2 Have a Does a terrace with a diameter of 3 m meet them? |
| Use functional | Use functional | Examples | |
| -right size choose in given context: sand buy you per "kuub" (m 3 ), milk per litre |
-choose correct unit size in given situation |
-Sand buy you per "kuub" (m 3 ), milk per litre |
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| Know why | Know why | Examples | |
| -reasoning based on symmetry (regular patterns), edges, ornaments -properties of 2D figures |
-in situations reasoning based on symmetry and attributes of figures |
-place of stairwells (or ladies and men's toilets) in building -increasing proportionally to computer image by pulling on the corner |
| A Notation, language and meaning -Analyze and interpret information from tables, graphics, and descriptions -Common Diagrams and Charts |
-read information from common tables such as timetable, lesson schedule |
-Legend -axle system |
| Use functional | Use functional | |
| -read and interpret simple global graphs and charts (description of a situation) -simple legend |
-aware of trends in data -bar chart, pie chart |
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| Know why | Know why | |
| -clear pattern from description in words |
-graph in the meaning of "graphic" |
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| Level 1F Parate | Level 1S Parate | |
| B Related to each other -Different composition shapes related to each other -Collect, organize, and view data -Describe patterns |
-Use simple table to organize information from a situational description |
-create simple tables and charts based on a description in words -draw global graph based on a description in words, for example: time-distance graph -recognize and continue simple patterns in rows of numbers and figures: 1-3-5-7-.... 100-93-86-79-.... -Outline patterns |
| Use functional | Use functional | |
| -describe simple patterns (from situation) in words, for example: Birds fly in V-shape. "There are 2 of them coming in." |
-drawing conclusions from data from different sources of information interrelated (only in simple cases) |
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| Know why | Know why | |
| -information in many different ways can be arranged and displayed |
-choice to organize information with table, chart, chart |
| Use C -Using tables, charts, and charts to solve problems -Use computing skills |
-simple bar graph based on data |
-perform calculations based on information from tables, graphs, and charts |
| Use functional | Use functional | |
| -use quantitative information from tables and graphs to perform simple calculations and draw conclusions, for example: in what year has the number of cars doubled compared to the year before? |
-points in a class system and read coordinates (positive numbers only) -compare global graphs, for example: who is first at the finish line? |
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| Know why | Know why | |
| -draw conclusions about a situation based on a graph or diagram -based on a graph or chart predictions about a future situation |
| A Notation, language and meaning -Analyze and interpret information from tables, graphics, and descriptions -Common Diagrams and Charts |
-describe the gradient of a graph with terms such as rising, descending, repetitive, minimum, maximum -point of intersection (two straight lines, cut points with the axles) -negative and other than whole coordinates in a class system -read and interpret in a critical manner different types of diagrams and graphs -identify any misleading information, for example, by classification axes, form of the graph, etc. -meaning of variables in a (word) formula |
-analyze, interpret, and critically evaluate numerical information from various forms, schemas, tables, and other graphics (charts) |
-critically appraise information in diagrams in various media (for example, for one's own situation, for example, employment in the sector) |
| Use functional | Use functional | Examples | |
| -combine numerical information in situations from various forms, schematics, tables, diagrams and graphs, even when links between more than two variables have been brought into the picture |
-Find information and combine in the right way to plan for holidays, to take into account etc. -reading BMI from a nomogram |
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| Know why | Know why | Examples | |
| B Related to each other -Different composition shapes related to each other -Collect, organize, and view data -Describe patterns |
-draw graph to information or table -describe a table in a table with words, graphs, and simple (word) formulas: by any shopping cart added to the row, that row is 40 cm longer |
-understand rule of thumb and everyday formulas (hearing in specific situations) and carry out simple calculations |
-calculate BMI with the rule: weight divided by squared of your height -use firing rule rule rule -charge with rule of thumb for number of radiators in relation to the contents of the dwelling -use: count the result from a to that from b and pull off the end amount of c -length x width = area |
| Use functional | Use functional | Examples | |
| -from the course, the shape and place of points in a chart draw conclusions about the associated situation: sales are increasing at a faster pace |
-Interpret graphs and diagrams (situated in an authentic context) in terms of the situation and from the course, shape and place of points draw conclusions about the situation -collect and process numerical data, summaryand, in a variety of ways, appropriate to the situation, including with the use of ICT (e.g. spreadsheet) |
-trend verwords on a graph: the summers are getting warmer -fever shows always peaks in evening, the highest temperature was 40.1 at 22.15 on 11-3-2009 |
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| Know why | Know why | Examples | |
| -draw from the form of a formula to draw conclusions about the gradient of the corresponding graph (only linear and exponential): the graph associated with a length of stick = 5 + 0.7 × length person (Nordic Walking) is a straight line |
| Use C -Using tables, charts, and charts to solve problems -Use computing skills |
-replace a variable in a (word) formula with a number and calculate the value of the other variable |
-interpret and use numerical information from various forms, schemas, tables, diagrams and charts, if necessary, to carry out calculations and draw conclusions |
-combine information from consumer-guide tables with price information from shops |
| Use functional | Use functional | Examples | |
| -recognize formulas as a rule of thumb or as a computational regulation and vice versa: a mile is about a mile and a half; number of miles -use quantitative information from tables, diagrams and charts to perform calculations and draw conclusions: make comparisons between products based on information in tables. |
-write, combine and use numerical data from complicated tables, diagrams and graphs when solving problems |
-what product to purchase: roads short and long term costs (purchase, usage and depreciation), life span, quality, etc. |
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| Know why | Know why | Examples | |
| -Overview of (proportional) growth |
